Facing East from Indian Country by Daniel Richter is--without question--one of the most effective studies of Native American history. Richter’s previous book, The Ordeal of the Longhouse, which viewed the European invasion of northeastern America from the perspective of the Iroquois peoples of modern New York a similar awareness of early American history. Facing East challenges the instilled perspective of westward expansion from the early sixteenth century well into the nineteenth. By viewing the early European-Indian encounter through the eyes of the Native Americans, this revolutionary examination intends to “turn familiar tales inside out, to show how old documents might be read in fresh ways...and to outline stories of North America”
The Natives wanted to continue making profit through trade such as fur trade, where beaver and otter fur were exchanged for guns, gunpowder, and other such items. As expressed in the Report of the Royal Commission to the Crown in 1677, the Indians were persistent in maintain trade even going so far as to secretly trade with English Governor of Charles County and his elite friends, even though colonists were not permitted to trade with them. This report expresses that the colonists, though they felt superior, still had some support from the Natives for desired goods. The Natives maintained this trade system, even though it upset many of the colonists because they felt the Governor was protecting the Indians rather than them, showing how a peaceful trade system was something that the Indians wanted to maintain at all costs. This document’s intended audience was the British government and King, as this was a report written to the Crown.
The British improved and modernized India which formed their efficiency that they have today. They established railroads and bridges so people can travel thru their country easier. The British also ingrained a fair trading system between India and British. Some may claim that it was not fair because the Indian textiles were getting sold less and less. From 1790 and so on the sales of Indian textiles progressively declined (Doc. 6).
In Document G, several European opinions of colonized countries are shown, not including economic reasons. Amongst the excerpts provided, the common idea that the European or American peoples are superior and that more of their people should exist in these area around the world. This serves as evidence to the thesis in that the spreading of culture by converting native peoples or inhabiting new lands serves to increase the influence of a nation across the globe, which improves their standings in geopolitics. Document G comes from excerpts from William L. Langer’s book “The Diplomacy of Imperialism,” a textbook with the purpose of education, General James Rusling’s piece “Interview with President William McKinley,” which describes the true first hand accounts of the U.S. president of the time for the purpose of informing, and Cecil Rhode’s document “Confession of Faith,” which describes Cecil’s insight on the world at the time with the purpose to inform and describe reality. All of these factors contribute to the document’s credibility.
The purpose of Elizabeth Graham’s text is to explore the uses, abuses and techniques of control used in two Ontario residential schools. The first being the Mohawk Institute located in Brantford. Originally opened as a Mechanics Institute by the New England Company in 1831 the building was later made into a residential school in 1834. The second, Mount Elgin in Muncey, founded by Peter Jones and the Methodist Church in 1850. Graham explains the residential school system as a preliminary attempt to mould and educate Canada’s Indigenous youth to fit into the greater Eurocentric society.
The book serves as a sharp contrast with the deception of Colonists as well as a symbol of solid realness within a fantastical dream where truth is impossible. When describing the book, Marlow’s diction are highly positive, using words like “honest”, “humble” and “simple”. The direct expression and singleness of intention serves as a contrast with the lies the Colonists tell to conceal the reality in Africa. Europeans justify their bloodthirsty conquest as something they did for a greater cause. In 1876, at the Geographical Conference on Central Africa, King Leopold justified “To open to civilization the only part of our globe which it has not yet penetrated, to pierce the darkness which hangs over entire peoples, is, I dare say, a crusade worthy of this century of progress” (Cleary).
In Indian Relations, Bradford’s tone shifts from skeptical to manipulative using invariable details, simplistic diction, and contrasting syntax proving that the Puritan’s and Indian’s harmony resulted from deceit, and the Puritan’s original distrustful perception of the Indians changed to finding them “afterward profitable” since the Indians proved intellectually inferior and could easily fall prey to manipulation. When detailing the Puritan’s idea that the Indians would “skulk about them”, Bradford implied skepticism of the Indian’s motives for sneaking around the Puritan’s land. Using the word “skulk” shows the already cautious mindset about interactions with the Indians, because while the Puritans understood that the Indians demonstrated
Long ago when Britain was the most powerful nation still hunting for more power, the nation took its chance to gain more glory in a far away land overseas; India. During the 1600s Britain became interested in India for its precious raw materials and the fact that the British could market many of their products to the 300 million people of India to make big profit. In 1757 the British East India Company won the Battle of Plassey against the Indians and gained some power of India. Britain would soon decimate pieces of the culture and take over the whole nation of India. Despite the fact that Britain established an advanced government in India, improved infrastructure in the nation, and also increased life expectancies of the people of India by
(Guiding Question A) Case Study 1: Exchange of goods and technology The exchange of goods and technologies has been a key aspect in the success of nations worldwide. The general idea is to move forward with the help of other nations by exchanging goods and technologies. Specifically, guns and raw materials. The British played a big role in the exchange of these goods.
Compare and contrast Dutch East Indian Company and British Indian Company All societies, states and companies tried to build domination on their weaker neighbors or opponents. The main motivations for building imperialist institutions were generally same. Conquering societies which were danger for them, getting natural resources, being imperially powerful and getting economical power to their hands were the main motivations for societies to establish these institutions. The domination of a country’s or region’s political, cultural, or economic life by one country is called imperialism. (Esler, 2010)
In other words, the colonists thought that their teaching ways were better than the Indians’ methods. The natives then respond by declining, and stating that the colonists should send their young over, as the natives teaching methods, proved to be far more superior than the colonists’ ways. Whereas, ‘’Letter to the Americans’’ discusses the kind actions that the natives have taken towards the colonists, questions why the colonists would twist the story around, and respectively asks if the colonists would tell their story fairly. This is seen in the following,’’ We only ask that are stories be told in fairness. We do not ask you to overlook what we did, but we do ask you to understand it.’’
Dravot later exclaimed that he won’t make a nation, but an empire. He goes on to say that “these men aren’t Indians; they’re English.” In Dravot’s eyes, becoming king of the Indians would benefit them a lot more. This is as a result of what the British Empire has taught them. Making an ‘empire’ emphasizes the goals of Dravot as well as the British Empire.
In his book the Absolutely True Diary of a Part-Time Indian, Sherman Alexie portrays a teenage boy, Arnold Spirit (junior) living in white man’s world, and he must struggle to overcome racism and stereotypes if he must achieve his dreams. In the book, Junior faces a myriad of misfortunes at his former school in ‘the rez’ (reservation), which occurs as he struggles to escape from racial and stereotypical expectations about Indians. For Junior he must weigh between accepting what is expected of him as an Indian or fight against those forces and proof his peers and teachers wrong. Therefore, from the time Junior is in school at reservation up to the time he decides to attend a neighboring school in Rearden, we see a teenager who is facing tough consequences for attempting to go against the racial stereotypes.
One of the most pertinent and ironic themes I derived from Cermony is the United States’s relationship with Native Americans. The struggles of Native Americans and the American government have had colonialism entwined in its roots since the dawn of modern society. These struggles have been incredibly bleak and American settlers have had a history of attempting to destroy and reinvent native american people and repeated attempts of using their land for selfish and destructive purposes. In the modern era, these purposes have been merely to make reservations into sacrifice zones for the United States’s nuclear endeavors and a storage space for the byproducts that a Nuclearism mind-state can produce. "They see no life when they look they see only
We are going to see to what extent we can say that Macaulay’s “Minute on Indian Education” reflects British society and the western point of view at the time. In a first part, we will focus on the opposition between Orientalists and Anglicists and in a second part, we will see about the western society seen as culturally superior compared to other nations and societies. On one hand, there was an opposition
